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Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
Self-regulation Strategies for School-age Children
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Self-regulation Strategies for School-age Children

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Brief, practical framework for addressing Physical, Emotional, and Cognitive skills for increased Self-regulation.

Brief, practical framework for addressing Physical, Emotional, and Cognitive skills for increased Self-regulation.

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  • 1. Engaging strategies
    for
    Social,
    Emotional
    And
    Behavioral
    issues
    by Brad Chapin LCP, LMLP
  • 2. Overview
    Framework
    Assumptions
    Categories
    Strategies
    Individualized or Small Group Curriculum
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 3. What’s it All About?
    Time Constraints
    Limited Resources
    Need to Show Outcomes
    Changing, Challenging & Complex Populations
    Abundance of Research & Information
    Choosing an Intervention
    DO MORE WITH LESS
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 4. Question
    What are the issues you find yourself working with?
    What are the most common?
    What are the most challenging?
    What is a current situation that you’re struggling with?
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 5. Importance of a Framework
    When you have a solid Framework:
    Efficiency
    Efficacy
    Evidence-base
    When you don’t:
    Confusion
    Frustration
    Failure
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 6. Self-regulation Training Framework
    Cognitive-behavioral Psychology
    Provides Evidence Base
    Self-Regulation
    Strategies
    Physical, Emotional, Cognitive
    Regulation Skill Domains
    Academic Performance Emotional Control Motivation
    Aggression/Violence Executive Function School Safety
    Anger Impulse Control Self-efficacy
    Anxiety Learned Helplessness Self-esteem
    Attention Locus of Control Social Interaction
    Attribution LongevitySuccess
    Cognitive Flexibility HappinessTrauma
    Depression Oppositional Defiance Well-being
    © 2010 Chapin Psychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 7. That Solid Evidence-base Really Needs to be SOLID
    Cognitive-behavioral psychology
    Has taken the best from both worlds
    Behaviorism
    Cognitive Psychology
    Now over 450 Randomized Studies indicating the efficacy of CBT
    Next Step is to APPLY it…..
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 8. What do you mean by Self-regulation Training?
    Broadly defined
    Skill-building
    Scaffolding
    Learning to regulate one’s own Physical, Emotional, and Cognitive processes in healthy, pro-active ways to be successful
    Healthy, adaptive and “appropriate” responding to internal and external events
    © 2010 Chapin Psychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 9. “The Missing Link”Between Behavior & Academic Performance
    Behavior
    Academics
    Self-regulation
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 10. Self-regulation & Academic Performance
    Duckworth, A.L., & Seligman, M.E.P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
  • 11. Self-regulation and Life Expectancy
    Dr. Grossarth-Maticek's Longitudinal Experiment
    http://www.attitudefactor.com/srexper.htm
  • 12. Advantages of the Self-regulation Training Framework
    Does More With Less – Academics & Social/Emotional
    Brief intervention model
    Provides Solid Evidence Base
    Simple Three-step process
    Easily incorporates your favorite interventions and strategies
    Flexible
    Lends itself to individualized plans
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 13. Assumptions of this Framework
    Children will do well if they can (Green & Ablon, 2006).
    One must be physically calm to effectively engage in problem-solving and learning (Yerkes & Dodson, 1908).
    Human beings have little control over their environment, but a great deal of control over their responses to their environment (Ellis, 1962).
    The relationship is likely the most important variable when trying to help someone change (Hubble, Duncan & Miller, 1999).
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 14. Assumptions of this Framework
    Cognitive-behavioral psychology works (Beck & Fernandez, 1998; Butler, Chapman, Forman & Beck, 2006).
    Effective Self-regulation is critical for success and happiness (Baumeister, Heatherton, & Tice, 1994; Duckworth & Seligman, 2005; Masten & Coatsworth, 1998).
    In order to be effective, we need to meet children where they are currently functioning (Greene, 2006; Bailey, 2001).
    Do not assume that children have learned anything about how to regulate their own behaviors in a healthy way.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 15. Three Functional Categories of Self-regulation Skill Training
    Physical
    Emotional
    Cognitive
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 16. Physical Regulation
    When Physical response is triggered:
    Lower Brain is in command
    Higher thinking not engaged
    Body is ready for action
    Performance requiring thought is compromised
    Learning is decreased
    Problem-solving is decreased
    Yelling, screaming, pushing, hitting, kicking, biting, throwing things, spitting, “shutting down”, etc.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 17. Physical Regulation
    Goals of Physical Strategies:
    Moderate the Fight/Flight/Shut-down ; Autonomic system
    Move back “up” from the brain-stem
    Return body to baseline
    Physical Strategies include:
    Repetitive movements
    Stretching
    Change of physical position
    Breathing
    Relaxation
    Distraction
    Biofeedback
    Can take advantage of Imagination and Visualization – Suggestion, Association
    © 2010 Chapin Psychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 18. Emotional Regulation
    Goals of Emotional Strategies:
    Accurately identify emotions; our own and those of others
    Own and accept responsibility for our feelings
    Expressing feelings in healthy, appropriate ways
    Emotional Strategies Include:
    Labeling
    Expression training
    Responsibility for feelings
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 19. Cognitive Regulation
    Goals of Cognitive regulation:
    Problem-solving skills
    Engaging higher cortical areas of the brain
    Planning and organization skills
    Insight and Understanding
    Cognitive Strategies include:
    Specific training to problem areas
    Insight-oriented teaching to promote understanding
    Learning about his/her own patterns of behavior
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 20. Johnny
    10-year-old boy
    Often disruptive in class with frequent anger outbursts
    When angry, he stays agitated for over an hour and continues to struggle in class
    Can be triggered by other students or the teacher
    believes that “things have to be a certain way or else” and it is obvious that he does not believe he has control over his actions and he believes that others “make” him angry and can be openly defiant
    Grades are C’s and D’s and cognitive abilities are average for his age
    Single-parent home with similar behaviors being reported at home
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 21. Johnny’s Baseline Assessment
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 22. Creating an Individualized Planfor Change
    Complete baseline assessment
    Select Physical, Emotional and Cognitive Strategies to match child’s interests and behaviors
    Engage child and parents if possible
    Sell the change
    - Simple
    - Just a few meetings
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 23. Session 1
    Introduction and Contract
    Physical Strategy
    “My Warning Signs”
    One of the first steps in diffusing emotional upset is successful recognition of the physical changes that take place in the body.
    Assign homework: At the next session, the child will give two examples of situations when he/she was able to recognize his warning signs.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 24. My Warning Signs
    One of the first steps in diffusing emotional upset is successful recognition of the physical changes that take place in the body.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 25. Session 2
    Quickly review the homework assignment from Session 1.
     
    Continuing to focus on the Physical skills, complete the Melting Freeze strategy together.
     
    Introduce the child to the Cooling the Flame (paper or online version) exercise and make a plan for this strategy to be available to the child if he/she needs to use it.
     
    Process the differences and the similarities in the two calming techniques.
     
    Assign homework: Practice Melting Freeze two times before the next session.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 26. Melting Freeze
    Children who do not regulate well have difficulty calming down physically when they are upset.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 27. Session 3
    The focus for the next two sessions is on feelings identification, emotional controllability and expression
    Quickly review the homework assignment from the last session.
    Complete Feelings Clipart together.
     
    Help the child recognize feelings other than Anger that he may be experiencing.
     
    Assign homework: Ask the child to bring in one example of a time where he recognized his warning signs, identified the feeling(s), and used a calming technique.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 28. Session 4
    Quickly review and process the homework assignment from the last session.
    Complete the Emotional Knots strategy together. Discuss how important it is to be able to express our feelings.
    Complete the Free Healthy Expression strategy together to identify appropriate outlets with the child.
    Introduce child to the Challenge Software Program Scenarios
    Assign homework: Be prepared to report one time that you were able to express Anger/Frustration in a healthy way.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 29. Session 5
    The goal for the next two sessions is to increase awareness and problem-solving strategies.
    Keep in mind that some children may not be developmentally ready for this stage.
    Quickly review and process the homework assignment from the last session.
    Complete Blank Thought Strategy
    Complete 2 or 3 Scenarios on the Challenge Software Program
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 30. Session 6
    Identify a Cognitive Strategy specific to the child’s identified problem areas
    Complete the Defiance Trap strategy
    If time allows, select a 3rd Cognitive strategy that relates to the child’s situation or let him interact with the Challenge Software Program, suggest a scenario.
    Assign homework: Ask the child to teach a Physical calming exercise to another person.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 31. Defiance Trap
    Children struggling with self-regulation often have difficulty complying with rules and limits. A critical part of self-regulation is understanding that one’s own actions can dictate the amount of freedom they are granted by parents, teachers and others in authority.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 32. Session 7
    The final two sessions focus on putting all of the self-regulation skills together and reinforcing the new behaviors.
    Role-play two of the following Events together. You can use an Event Processing Worksheet as a guide:
    You are not picked for a team to play in a game at recess and have to sit out
    Another child laughs at you for dropping your books on the floor
    A child bumps into you while lining up for lunch
    You were told “No” when you asked to do something
    It’s important to role-play through each of the strategies selected to insure that the child is able to identify the physical, emotional and cognitive strategies he/she chooses to use. Monitor how the child progresses through each strategy. This will give you valuable information about what concepts may need to be reviewed.
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 33. Session 8
    Use the Event Processing Worksheet to process the real life example situation. Encourage the child to lead as much as he/she is able to.
    Draw specific attention to the Physical, Emotional, and Cognitive strategies the child decides to implement to cope with the situation. Transfer the child’s favorite strategies to the My Self-regulation Strategies worksheet for the child to use as a quick reference.
    Discuss the progress the child has made over the past few weeks. Complete the Self-regulator Certificates and celebrate the success.
    Make plans to touch base over the next few weeks to review continued progress. Complete the Assessment Tool to re-assess progress by re-rating problem areas. WOULD THEY BE A GOOD LEADER FOR YOUR NEXT GROUP?
    Complete Assessment
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 34. Johnny’s Assessment after 8 sessions:
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com
  • 35. Problem/Strategy Matrix
    S = Specifically designed to target problem area
    R = Related and useful for problem area
    © 2010 ChapinPsychological Services, LLC
  • 36. Collaborative Information
    Challenge Software
    www.cpschallenge.com
    Psych Challenge Blog
    http://psychchallenge.blogspot.com
    Brad’s Email
    Brad.chapin@cpschallenge.com
    Facebook – search Challenge Software
    Twitter id = chapin55
    © 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com

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